Course: Special educational diagnostics

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Course title Special educational diagnostics
Course code KPES/WPSPD
Organizational form of instruction Lecture + Seminary
Level of course Bachelor
Year of study 3
Semester Winter
Number of ECTS credits 4
Language of instruction Czech
Status of course Compulsory
Form of instruction Face-to-face
Work placements This is not an internship
Recommended optional programme components None
Lecturer(s)
  • Jankovský Jiří, doc. PhDr. Ph.D.
Course content
Contents: 1) Position of special pedagogical diagnostics in special pedagogy and its relation to psychodiagnostics - competence issues and relations - historical consequence - holistic approach to personality of human - observation of areas (sides, aspects) of psychomotor development, somatic development, development of motor activity (locomotion, manipulation), development of activities (play, learning, work, hobbies), cognitive development (cognitive processes - perception, ideas, imagination, thinking), development of speech, motivation and emotional development, social development, personality development 2) Basic diagnostic methods of special pedagogic diagnostics - observation (particularly in the long term), its irreplaceability - interview, questionnaire - following (interpretation) of products of children, pupils, significance of child drawing (assessment of contents and technical aspects) - individual special pedagogical diagnostics - orientational examination of speech - orientational examination of hearing and sight - examination of laterality, laterality types - examination of school maturity (preparedness) in all areas of psychomotor development - examination of level of reading (ČQ), writing (diagnostic dictation) and counting - PLO (right-left orientation), SD (hearing differentiation), SAS (hearing analysis and synthesis) 3) Diagnostics and prevention of partial function deficits (Brigitte Sindelar) - Stimulation program "Maxík" - Instrumental Enrichment (R. Feuerstein) - Possibilities of integration/inclusion into social groups and generally into normal social life 4) Fundamentals of psychodiagnostics - validity - reliability - sensitivity of test methods - familiarization with basic test methods, performance tests (verbal, opinion), personality tests (projective techniques), tests of special abilities and partial functions (particularly with focus on organic CNS damage) - particularities of psychologist competence Exercises: - completion of information from lectures, familiarization and work with basic literature (search of and work with relevant information) - practical demonstrations of leading of controlled interview, questionnaire (open-ended and close- ended questions) - familiarization with manual for examination of laterality, of school maturity (Jirásek) - examples (demonstrations) of results of individual examinations ? their interpretation also in connection to competence of special educationalist to interpretation of examination results - orientational demonstrations of basic psycho-diagnostic techniques (particularly PDW, WISC, TM, IST, AIT, Raven (particularly CPM), questionnaires (DOPEN, JEPI), projective tests (BT, ROR, ZTT), tests for organicity, diagnostics (OT) - group assignment and individual (anonymous) evaluation of the test of intellect potential (TIP)

Learning activities and teaching methods
Monologic (reading, lecture, briefing), Dialogic (discussion, interview, brainstorming)
Learning outcomes
Goals: On interdisciplinary base, introduce the students into the issue of special pedagogical diagnostics, familiarize them with basic concepts and facts related with the relevant issues and explain conditions, progress and results of education and upbringing of children (individuals) with health handicap and special educational needs.
Capabilities: The study of the subject of Special pedagogical diagnostics will provide the student with knowledge of basic concepts and with pieces of knowledge that will allow the student to reflect adequately the significance and position of special pedagogical diagnostics with regard to interdisciplinary relationships of the subject (particularly in relation to psychodiagnostics). The student will be able to perceive the issues of special pedagogical diagnostics within individual "paedies", with special stress on psychopedics, somatopedics and ethopedics. The student will apply the acquired knowledge also in the study of further subjects, being able to perceive sensitively the inter-subject relationships. That will be positively reflected both within the student's practical training during study and particularly within future performance of profession.
Prerequisites
Preconditions: The study of special pedagogical diagnostics supposes basic knowledge and grasp of general issues of special pedagogy and psychology (particularly general psychology).

Assessment methods and criteria
Oral examination

Requirements: For oral exam - knowledge of basic concepts, understanding of relationships and context (special pedagogical diagnostics and psycho-diagnostics), basic professional orientation on the issues of special pedagogical diagnostics) - grasp of professional literature - ability to apply knowledge and competence in practice
Recommended literature
  • Červenková, R., Kolář, P. Labyrint pohybu. Vyšehrad, Praha, 2018. ISBN 978-807429-975-9.
  • Hanák, P. a kol. Diagnostika a edukace dětí a žáků s těžkým zdravotním postižením.. IPPP, Praha , 2005. ISBN 80-86856-10-0.
  • Jankovský, J. Ucelená rehabilitace dětí s tělesným a kombinovaným postižením, somatopedická a psychologická hlediska. 2. doplněné vydání.. Triton, Praha, 2006. ISBN 80-7254-730-5.
  • Knotová, D., Klégrová, J., Hájková, V. Školní poradenství. Praha, Grada, 2014. ISBN 978-80-247-4502-2.
  • Kucharská, A. a kol. Obligatorní diagnózy a obligatorní diagnostika ve speciálně pedagogických centrech. . IPPP, Praha, 2007. ISBN 978-80-86856-42-1.
  • Matějček, Z., Klégrová, J., Hájková, V. Praxe dětského psychologického poradenství. Praha, Portál, 2011. ISBN 978-80-262-0000-0.
  • MŠMT ČR. Vyhláška č. 72/2005 Sb. o poskytování poradenských služeb ve školách a školských poradenských zařízeních, v platném znění..
  • MŠMT ČR. Vyhláška č. 73/2005 Sb. o vzdělávání dětí, žáků a studentů se speciálními vzdělávacími potřebami a dětí, žáků a studentů mimořádně nadaných ? v platném znění..
  • Pokorná, V. Teorie a náprava vývojových poruch učení a chování. Vyd. 4.. Portál, Praha, 2010. ISBN 978-80-7367-817-3.
  • Přinosilová, D. Diagnostika ve speciální pedagogice. . Paido, Brno , 2007.
  • Sindelar, B. Předcházíme poruchám učení: soubor cvičení pro děti v předškolním roce a v první třídě. 6. vydání. Portál, Praha, 2016. ISBN 978-80-262-1082-5.
  • Slowík, J. Speciální pedagogika. 2. doplněné a aktualizované vydání. Grada, Praha, 2016. ISBN 978-80-271-0095-8.
  • Vágnerová, M. Klégrová, J. Poradenská psychologická diagnostika dětí a dospívajících. Karolinum Praha, 2008. ISBN 978-80-246-1538-7.
  • Vítková, M. Otázky speciálně pedagogického poradenství. Základy, teorie, praxe. . MU, Brno , 2003.


Study plans that include the course
Faculty Study plan (Version) Category of Branch/Specialization Recommended year of study Recommended semester
Faculty: Faculty of Education Study plan (Version): Special education of preschool age - Kindergarten teaching (2) Category: Pedagogy, teacher training and social care 3 Recommended year of study:3, Recommended semester: Winter
Faculty: Faculty of Education Study plan (Version): Special education of preschool age - Kindergarten teaching (1) Category: Pedagogy, teacher training and social care 3 Recommended year of study:3, Recommended semester: Winter
Faculty: Faculty of Education Study plan (Version): Special education of preschool age - Kindergarten teaching (3) Category: Pedagogy, teacher training and social care 3 Recommended year of study:3, Recommended semester: Winter